Principals' Knowledge of and Attitudes Toward Inclusion

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Abstract
In this study, principals' attitudes toward and knowledge of inclusion were examined. Surveys sent to 115 randomly selected principals across the state of Illinois were designed to elicit information regarding definitions, leadership styles, and effectiveness and implementation of educational practices associated with successful inclusive education. No clear definition emerged, but principals generally viewed inclusion as most appropriate for students with mild disabilities. Additionally, results indicated that teachers were not adequately prepared to implement inclusive practices. Significant differences between extent of use and perceived effectiveness of 13 educational practices were found. Findings raise issues related to administrators' awareness of practices that facilitate inclusion and how prepared they are to implement and support inclusive education.

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